Instructional Coach

Position Type: Professional Educator - Secondary/ Instructional Coach - Secondary Date Posted: 11/12/2025 Location: Prairie Phoenix Academy (High-Needs School) STARTING WAGE: $10,583.60+ annually (based on experience) This position is part time 0.2 FTE (8 hours/week). Our Mission: Futures depend on us to inspire and prepare every child, every day, by providing relevant, engaging, and innovative learning experiences in and out of the classroom. SUMMARY Our Vision: To be a high performing district of choice that reflects the cultures of our diverse community. To realize this vision, all instructional coaches support professional educators to implement the Sun Prairie Area School District’s Instructional Framework in order to ensure coherent instructional programs and high levels of student achievement for all students. ESSENTIAL SKILLS, DUTIES, AND RESPONSIBILITIES Other duties may be assigned. Coaches the Educational Environment Coaches others to create conditions so that students can acquire habits, skills, and attributes regarding their emotional development, self-concept, and social competence. This includes opportunities to access high quality social-emotional learning (SEL) instruction, evidence-based educator practices, and the integration of social-emotional competencies into the learning environments. Coaches others to establish student/educator relationships as a partnership. Sun Prairie learning environments will be places where emotional connection and trust are the foundations for educators to provide both strong relationships and expect high standards. Coaches support educators to support each student’s feelings of belonging and value in their learning community. Students are learning partners with one another within their classroom communities. Develops a sense of school connectedness and belonging through the development of genuine caring, nurturing, and supportive relationships between and among students and educators so that students have a positive experience at school. Utilizes restorative practices to emphasize community-building and the development of belonging and acceptance as a means to establish positive relationships and connection. When harm occurs between individuals and/or to the community, there is a focus on repairing the relationship in order to restore a healthy sense of community. Coaches Educational Experiences Coaches educators to create conditions where educators and students combine knowledge of learner interests, learner development, and academic and social-emotional learning standards (SEL) to provide challenging, aligned, and enduring learning experiences. Coaches educators to adapt and supplement curriculum as needed. Analyzes and leverages student data to determine coaching cycles. Coaches others to analyze and leverage student data when supplementary learning opportunities are needed in order to ensure learning of essential standards. Coaches others to provide students with assessment opportunities to demonstrate competency and proficiency of essential standards. Competency is defined by student understanding, and proficiency is defined by a student’s ability to apply their learning to unique or authentic problems. Coaches others to provide opportunities for students to demonstrate understanding of standards in multiple formats and media. Tasks and assessments contain developmentally appropriate and increasingly expansive opportunities for students to use spoken word, writing, composition, demonstration or other forms of expression to communicate understanding and create meaning. Coaches provide feedback that is prompt, aligned to school goals and promotes educators’ self reflection. Coach also supports educators to provide students’ feedback that is prompt, aligned to learning targets, and promotes students’ self-reflection. Coaches support others to allow students to have real, significant, and authentic choices about their learning, and the strategies and approaches they will use to meet learning objectives. Students may align choices to their areas of interest. Students are able to communicate their learning goals and then set, plan and achieve those goals with guidance and feedback from educators that validates and affirms their learning. Coaches Equity Coaches support educators to utilize a student-centered approach to teaching by which students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being and belonging. Coaches must know and support educators' understanding that we live in a diverse society with disparate outcomes based on race, ability, class, sexual orientation, gender identity, and language. Coaches must recognize their own cultural lens and support staff in recognizing their own cultural lens on interpreting and evaluating students. Coaches support educators to promote effective learning by responding to students’ displays of culture with teaching moves that connect students’ prior knowledge with new concepts. Coaches work collaboratively to analyze data, design and engage in professional growth, and implement action plans that shift the culture of the district/school to embrace system-wide equity transformation and support educators to do so as well. Inequitable systems must be dismantled through a dynamic process that removes systemic barriers that inhibit the learning of all historically marginalized students. Coaches lead by example and support educators in believing students must be recognized for their individuality. Diverse learners include students of all abilities and all identities. Coaches support educators to foster students' success by building on their individual strengths and through the removal of barriers to their learning. All students must see themselves within the curriculum and learning experiences. All educators must see the multiple dimensions of each learner. Professional Responsibilities – As an Instructional Coach, you are an equitable practitioner who will play a vital role in supporting educators to enhance their instructional practices and improve student outcomes. Utilizing the Coaching Competencies outlined by the Wisconsin Department of Public Instruction, you will collaborate with educators to provide targeted coaching, professional development, and ongoing support to help each educator to reach their full potential in the classroom in order to ensure student learning is engaging, relevant and innovative. Coach educators while utilizing an equity mindset by; understanding both the historical and modern context of dominant and oppressed cultures; analyzing oppressive beliefs and feelings within oneself; notices, disrupts, and dismantles deficit thinking and biases in others that uphold oppression; and examining and challenging oppressive policies and practices within systems. Collaborate with site and district leadership, instructional teams, and other stakeholders to address systemic challenges and implement school-wide initiatives. Develop an environment where coaching thrives by fostering vulnerability and collaboration through building relationships and trust. Effectively communicate with stakeholders in multiple contexts Partner with administrators to conduct needs assessments to identify areas for professional growth and development among educators. Design and deliver targeted professional learning opportunities, workshops, and coaching sessions to address identified needs Possess knowledge and application of a range of coaching approaches and the innovation or practice on which they coach Facilitate coaching conversations using a coaching cycle that promotes reflection, challenges assumptions, and pushes for instructional growth. Facilitate change by analyzing data and systems for the conditions of change; supporting educators to develop action plans and goals that include evidence based, high quality educational practices implemented with fidelity; generating productive conflict; and expecting, attending to, and mitigating resistance to change. Promoting reflective practices by engaging in professional learning, developing emotional intelligence, and seeking and applying feedback for self-improvement Other duties as assigned EDUCATION and/or EXPERIENCE Bachelor’s Degree in Education or a core subject area with course work that leads to licensure in the content area at an appropriate age level. PHYSICAL ATTRIBUTES Regularly required to sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds. CERTIFICATES, LICENSES Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the level and the content they are teaching. PHYSICAL REQUIREMENTS Shall complete a physical examination as required by Wisconsin Statute 118.25. All requirements are subject to possible modification to reasonably accommodate individuals with a disability. Collaborative Source: New Teacher Center, Optimal Learning Environment Attachment(s) 2025-26 190 DAY CALENDAR.pdf #J-18808-Ljbffr